In Part 1 we explored best practices, practical tips, and considerations for creating online assessments. In this Part 2, we’re focusing on the assessment itself and the provisions that can be put in place to ensure that online assessments run smoothly.
Consideration 1: Will Canvas be able to handle this?
In short - yes! Canvas can automatically scale to address increased needs imposed by COVID-19 and then again heightened by assessment periods, or indeed by any other situation that might require an increased use of the platform. From more users, to more assessments, to more simultaneous access, Canvas will scale. And we have. In March 2020 alone, millions of users used Canvas around the world, we saw an 85% YOY increase in learners accessing the platform simultaneously, and through it all we maintained 99.9% uptime.
For more information, and solid reassurance on how Canvas will scale, take a look at the following blogs that have been written throughout COVID-19.
While Canvas has proved it is up to the task, technology is only as good as its users. There are important steps we can all take to ensure that students, teachers, and everyone involved in the process are suitably prepared for a successful online assessment context.
Empower everyone involved in assessments by clearly communicating both the expectations and support options available to them. Students need to know where to find their assessments, how to complete them, and what to do if they need support at any point of the assessment period. Teachers need to know how to create assessments (if they are required to do so), as well as how they can access support with the transition to and management of online assessments.
Once you have decided on the workflows and resources you would like to provide for students and teachers on how they can gain support, communicate this clearly so that everyone is empowered with access to the correct, relevant information. This could be achieved with a Global Announcement, differentiated by user so that Teachers and Students see the information that is pertinent to them on their Canvas Dashboard. Additionally, customise the Help Menu to prioritise relevant assessment support available.
When considering support resources, make the most of existing resources to both provide and communicate these support options. Use the existing Canvas Guides to provide students and teachers with ‘how-tos’ for completing assessment activities within Canvas. These guides include screenshots alongside comprehensive, step-by-step instructions and best of all, we keep them up to date so that you can have complete confidence that they will always provide accurate information.
You may also have additional internal support resources such as student experience, learning support, or ICT department telephone or email addresses. For Teachers who will be creating their own assessments, training provisions need to be considered so that Teachers are able to make informed decisions about how to use the available tools.
Taking proactive support measures empowers students and teachers with the information they need to achieve a successful assessment experience, and can minimise the need for reactive support at the time of assessment itself.
Practice Makes Perfect!
Provide students with the opportunity for a trial run. If they will be taking a Quiz, create a practice Quiz and include different Question Types that will be used during the real assessment. Questions could even be related to the process of how to complete the assessment, reinforcing understanding of the workflow. If students will be submitting an Assignment, create a test Assignment and ask students to practice accessing and submitting the Assignment. Make these practice assessments available ahead of the real assessment, so that students have plenty of opportunity to ensure they know how to complete their assessment when the time comes.
Consideration 2: Providing Time Parameters
All assessments require students to complete a given task within a certain time frame. There are various ways to replicate this on Canvas depending on the type of time parameter required.
Deadline for Submission
If you have a specific date and time that an assessment must be completed by, add this as the Due Date in any Assignment or Quiz. Canvas will still accept submissions (for Assignments) and allow attempts (for Quizzes) after the due date, though they will be identified as late to both the student and the teacher. Adding an Until Date can be a helpful way to replicate any existing policies you may have around late submissions (i.e. late submissions will be accepted for up to 1 week after the deadline with a penalty applied during the grading process). The Until Date prevents Canvas from accepting any submissions or attempts after this date.
For assessments that have specified start and end times (such as exams), there are two methods for facilitation in Canvas. For exams using the Quiz tool, a time limit can be applied to each attempt. For all Assignments, we can add an Available from date, which when used in combination with a due or until date creates a start and end time parameter around the assessment. Keep in mind that setting an ‘Available From’ date will prevent students from accessing any information added to the RCE or settings applied to the Assignment.
There may be information about the assessment that you would like students to have access to ahead of the Availability Dates, such as what resources they might require or how long they will have to complete the assessment. A great way to do this is using an Announcement. Not only will this be easily accessible to students from within the Course, but it will also trigger a notification via their chosen notification preferences. The release of the Announcement can also be coupled with a delayed posting, effectively providing a timed release of this assessment information.
Scheduled Release of Assessment(s) and/or Resources
Where there are multiple pieces of assessment content that you would like to be released at a specific time, use the Lock Until feature within Modules to schedule the release. This will allow students to see only the title for each piece of content before this time, providing them with the reassurance that they know where to find their assessment content as well as the exact time they will be made available to them.
This feature is useful particularly when there are multiple assessment points opening at the same time. Do keep in mind that if you have added any Files within the Module or RCE that these could still be accessible from the Files tab if this is available to students within the Course. Make sure to add availability dates to the files that match your assessment if this is the case.
As with in-person exams, occasionally situations may arise during the assessment where responsive action is required. The Moderate the Quiz panel allows us to monitor student progress during the quiz, as well as give extra time or attempts to individual students should this be required in response to any given situation (perhaps the student had a connectivity issue for example). We can even manually submit any outstanding attempts should students forget to do this, allowing the grading process to continue without delay. Though if a time limit has been applied, Canvas will do this automatically once the set time has passed.
Keep In Mind
“The best laid plans of mice and men often go awry”
As educators, we are all too aware that even the most well planned in-person assessment can be impacted by unforeseen circumstances. Adverse weather can lead to rescheduling, an on campus event can lead to a distracted cohort, or a forgotten resource can impact a students’ ability to access material. Technology will never entirely remove the risk of unforeseen circumstances, but we can certainly make ourselves aware of the potential risk factors and mitigate them as best we can.
Will students have a device and sufficient internet access to enable them to access the assessment? Providing trial runs and practice assessments can help to spot these potential issues.
What if something happens to a students’ device or internet connection during an assessment? In an in-person environment, a student would raise their hand to inform an invigilator - provide students with a suitable alternative workflow when they are working in a remote setting (refer to the Proactive Support section for ideas on how to communicate this with students)
How will IT staff be able to support multiple teachers and assessments remotely if incidents occur? Consider staggering start times and deadlines to allow internal support to be available and responsive at these key crunch times if required.
Just as you might have policies in place for how to respond to unforeseen circumstances in an in-person context, have policies ready for how you will respond with unforeseen circumstances in an online context. Share these clearly with students, and as always apply them with parity as best as possible.
One of the best ways we can respond to change is to embrace it. The current context is forcing us to adapt in many different ways, from how we shop for groceries to how we effectively provide opportunities for assessment. Understanding the tools available to us can enable us to make informed decisions about how to best facilitate assessment within the new context that we find ourselves. The method we use may have to change, but hopefully these blogs have given you ideas for how you can continue to achieve the intended end goal.
The end of the school year is in sight, we can almost see it, just beyond that final assessment period! Amidst the current context of COVID-19, where we are utilising online tools to enable teaching and learning more than ever, we may need to take a different route to get there to the one we had planned.
The purpose of this blog is to support you with running online assessments in Canvas. In this Part 1 we’ll look at Creating the Assessment, and in the following Part 2 we’ll look at Facilitating the Assessment. Wherever your starting point, from making a few adjustments to previous assessment periods, through to upscaling your entire assessment process to online for the first time, we hope this blog will provide you with helpful best practices, practical tips, and considerations to ensure your assessments run smoothly in Canvas.
Consideration 1: Ease of Access
The workflow for students to access their assessments should be clear and easy. We want students to be focusing on the assessment itself, and a logical navigation, simple presentation, and well chosen functionality is going to support this.
Alternatively, you could create a new Course purely for assessments. This could include only the assessments for a particular course, or if students are taking multiple Courses across the institution (for example as part of a larger programme of study), they could be coordinated into a singular assessment Course. This could provide a secure assessment space for access to and storage of assessment artefacts (should that be required as per any existing policies). Students would then navigate to the assessment Course from their Dashboard, and a Global Announcement could be used to signpost this workflow to all Students.
There are other important considerations beyond a streamlined workflow that should be taken into account when deciding on where to place your assessments:
Consistency - if Students and Teachers are participating in multiple Courses, navigation to assessments should be consistent across these.
Communication - decide how will you let your Students (and Teachers / Graders) know where to find their assessments.
Grading - ensuring those involved are able to access the assessments and complete their workflows.
Existing Integrations - if you have any automations for creating assessments, enrolling users, or data extraction, these will of course need to be considered.
As with all assessments, there will be information that you need to share with your students to ensure they are able to complete the assessment effectively. If your students are going to need access to a resource during an assessment (for example a case study, an article, or a video demonstration), consider embedding this directly into the Rich Content Editor. This allows the students to access all assessment content in one page, minimising navigation and allowing them to spend more of their time on the assessment itself over navigating between different items.
Rubrics provide an effective way to present your expectations for the assessment to students. As well as supporting the grading process, Rubrics are visible to students as part of the Assignment or Quiz information both before and during the assessment. This allows Rubrics to be used as an opportunity to present your expectations, guiding your students to meet the assessment criteria as best as they can before they submit the assessment.
Assignments and Quizzes are two tools with functionality that support assessments. Choosing the appropriate tool and enabling the required functionality that best meets your needs is a key component of successful assessment preparation. Canvas has the functionality, your responsibility as a teacher or decision maker is to choose the right tool and settings that provide the required opportunity, along with as clear and simple workflow for students as possible. This leads us on to Consideration 2...
Consideration 2: Which Assessment Tool to Use?
The primary assessment tools in Canvas are Assignments and Quizzes. Assignments allow students to submit artefacts that teachers can then grade and give feedback on. Quizzes allow students to answer questions, with the additional functionality of being able to automate the grading and feedback workflow. With this baseline functionality, there are many ways that each tool can be utilised to provide agency for a variety of assessment formats.
Assessments with specific File Types to Submit
Perhaps you want your students to submit a particular file type - a PDF, a Word document (doc, docx), or an Excel spreadsheet (xls, xlxs) for example. If so, have Canvas carry through this requirement for you. By restricting the file upload type, students will only be able to upload the file types that you allow. Reinforcing your expectations while preventing your students from making accidental uploads of incorrect file types.
Assessments with Multiple Artefacts to Submit
We may need to ask students to provide multiple artefacts as part of the same assessment. For example, a Music student may need to submit an audio file along with a pdf of the score, a Business student may need to submit a portfolio of case studies, or an Apprentice may need to provide a combination of video and written evidence from a work placement. There are different options to consider here to facilitate an assessment with multiple submissions required:
When a variety of ‘Submission Types’ is required, the preferred workflow may be to Duplicate the Assignment. Enabling the relevant Submission Type in each Assignment and using a clear naming convention will support your students to understand what is required for each Assignment. This option may be preferred for assessments that require video as part of their submission, as the video can be embedded and therefore previewed in the SpeedGrader for ease of grading workflows. It can also allow for a different Rubric and/or grading schemes per submission, should that be of use in the grading process.
Quizzes also can also be used to allow for submission of multiple artefacts. Using a combination of Essay and File Upload question types, a question can be added for each artefact required. This can provide a clear framework for students, and Quiz functionality such as adding a time limit to the attempt may be beneficial. However, do consider the implication on the grading process, as the SpeedGrader has less functionality when Files are uploaded via a quiz.
Assessments usually taken on Paper or presented to a Panel
There are, and always will be, aspects of assessment that do not easily translate to an online format. In Mathematics, the ‘workings out’ are often more important than the final answer itself. For language, we need to assess the spoken as well as the written technique. Or in Performing Arts, demonstrating a specific skill visually is often required. For these cases, remember that Canvas can just as easily accept media submissions. Using the ‘Text Entry’ submission method, photographs, voice recordings, and videos can easily be submitted from the browser on a laptop or even the app on a mobile phone.
For assessments usually taken as a formal exam, there are many settings within Quizzes that can be used to manage the student experience. In particular, you may wish to consider adding a time limit, multiple attempts, showing one question at a time, locking after answering, and when the students will be able to see the correct answers.
Consideration 3: Accommodations for Students
When conducting assessments there is often a need to differentiate the experience to make sure that all students have fair access. For all assessments we can use the Assign To box to assign students with different availability dates, due dates, or different assignments entirely. In Quizzes, we can also give additional time or attempts to individual students. These accommodations should be set up before the assessments are accessible to students, to ensure that students are aware of the correct parameters pertaining to their own assessment experience.
Practice Makes Perfect!
One of my favourite tools in Canvas is the Student View as it allows us to view and experience our course as our students do. In the case of assessments, this means that we can check the workflow for our students is logical, functional, and matches the intentions we had when we created the assessment. Use the student view to test run your assessment, and remember there’s always the option to trial this in the test environment first if you’d prefer to keep content unpublished at this point.
These are just a few considerations and suggestions for Creating Assessments in Canvas. Stay tuned for Part 2, where we’ll take a look at Facilitating the Assessment.
For now, we’d love to hear from you - what are your thoughts about these suggestions? What are your tips for managing assessments in Canvas?
Many teachers have now moved to teaching entirely online with the current COVID-19 situation. We've already discussed the idea of "Maintaining a Connection of the Classroom". What about our teachers who are on a rapid learning curve in the use of technology for distance learning. This article aims to cover ideas on maintaining and promoting a collaborative connection between teachers when working remotely.
The Staff Room
Many organisations are already using Web Conferencing tools for social events as well as formal meetings. If you don't already have a shared online area, one of the features that can be useful for sharing information and ideas is the Account-level Groups feature within Canvas. These can be created for specific faculties or departments within an organisation and can be used for staff briefings and notices.
Account-level groups include functionality for announcements, discussions, file sharing and conferences. Account-level groups can be set up by your Canvas Admin.
The Etiquette of Sharing
If we consider the amount of content that will have been created over the past few weeks, I can't help but wonder how many times the wheel has been reinvented?
Canvas includes some great features to help you share content with your colleagues or even across the whole community of Canvas teachers.
Let's consider sharing within your organisation, to begin with. Direct share enables you to send a resource directly to another course or teacher in your organisation.
The resources sent between teachers can be accessed easily from your account in the global navigation.
You can directly share item banks with other teachers in your organisation as well. One method of doing this is by creating a new item bank and sharing this with other teachers so you can collaborate together and build a pool of questions.
Canvas Commons is a way of sharing content within your organisation as well as outside. It's a place where you can search for resources to add to your own course from other teachers.
We should consider some form of etiquette or best practice here. When sharing publically on Commons, we should be aware that it is accessed by teachers from many levels and also may different systems across the world. Although it may take a little more time, it is good practice to fill in all details to make searching easier. We all know it's easy to cook in your own kitchen when you know where everything is. Try cooking in someone else's kitchen.
Is the title a clear indication of the content? Let's consider "Chemistry Quiz" vs "Quiz - Balancing Chemical Equations".
Does the description describe the content clearly? What does the resource include and how is it designed?
Have suitable tags been applied? Different countries use different terminology, it's good to use this to help people find resources for specific qualifications. Content will overlap countries though so we should aim to include standard transferable tags. Age range is a simple example but we can't rely solely on that label. Let's include;
Year Group / Grade
Does the image represent the content appropriately? When multiple resources appear in a search let's make sure we don't lose a valuable resource by adding an image that doesn't truly represent what you are offering.
Another way to organised content in Commons is to use groups. Admins can create these and assign staff as the group manager.
I've seen over the past few weeks, under very difficult circumstances, amazing collaborations between educators all over the world. It reminded me of being asked to present at Instructurecon with a topic of "How to get the most out of Instructurecon?"
My response was simple, "Be Like Robin Hood, share the wealth"
Ok this is a really short post but might be helpful for some of you who have multiple adults and/or kids all doing Zoom meetings in the house and you keep hearing and being distracted by all of the other conversations.
Turn on some White Noise
White noise is basically any sort of non-specific sound. The idea is that you don't notice it much, but it helps drown out other noises coming from your housemates who are also in meetings (or playing FortNite with friends). If you don't have a White Noise device there are a ton of apps for iOS and Android, and if you have a smart speaker try just yelling out "Alexa, play some white noise", or "Hey Google, play some white noise". If you accidentally say "Play some white snake, well that might be a little more distracting. Amazon has a whole selection of devices you can order and bathroom fans also can do the trick.
I didn't do this, but in my house both of our Echo Dots are currently playing White Noise as well as fans running in both bathrooms.
Once Zoom is added to a Canvas course, you can access Zoom from Course Navigation.
In Course Navigation, click the Zoom link.
Click the Schedule a New Meeting button. To learn more about scheduling meetings, visit the Scheduling Meetings guide in the Zoom Help Center.
To schedule a recurring meeting, click the Recurring Meeting checkbox. You can set how often the meeting recurs, the number of meeting occurrences, and the date for the final occurrence. Note: When scheduling a recurring meeting, each occurrence is created as an independent event. To modify all recurring meetings, you must edit each meeting individually.
How do I invite others to join a meeting?
You can invite others to Zoom meetings via email, contacts, URL, a web portal invitation, or application invitation. In the Zoom Help Center, learn more about inviting others to join a meeting.
How do I start a meeting?
As the meeting host, depending on how you create your meeting, you can start the meeting from the Zoom desktop client, Zoom mobile app, web browser, or room system.
Once Zoom is added to a Canvas course, you can access Zoom from Course Navigation.
In Course Navigation, click the Zoom link.
Click the Upcoming Meetings button.
Locate the Meeting ID you want to begin and click the Start button.
How many of you have seen the show "Bob the Builder"? One of Bob's mantras is to use the right tool for the job. This holds true for so many things in life and is not just limited to building things. It's something we should definitely try to do as much as possible in academic technology as well.
Over the last month or so hundreds of thousands of educators are trying to get up to speed with how to conduct their classes in remote learning mode. There are lots of tools available and in many cases a lot of overlap from tools meant to do very different things. I want to focus here on video and using the right video tool for the job whenever possible.
I like to break down the creation of video into three main categories:
Solo recorded video: such as a lecture done for people to view on their own time
Video Conferencing: a live synchronous event which may or may not be recorded for playback later
Group recorded video: a recording that needs to be made by more than one person who are not together.
What I've been hearing a lot recently is "I want to just use one tool for everything" meaning all 3 categories listed above. And on the surface I agree with that statement, the fewer different tools the better. And the tools that will do all three of those typically are Video Conferencing tools such as Zoom, Adobe Connect, or Big Blue Button (the conferencing tool built in to Canvas). But for the first category of Solo Recorded Video, using a video conferencing tool can be overkill pulling resources away from others who need it for synchronous activities, and in some cases providing undesirable results.
There are various tools which can be used for solo recorded video, some for screen capture and some for just plain video. Examples include VidGrid, Canvas Studio, Screencast-o-matic, Camtasia and even the built in Canvas video recorder or your mobile phone/table. When you use a tool like these virtually all of the "work" is being done by your device. Only when the recording is done is it sent over the interwebs to a system to be hosted for viewing.
When you use a tool like Zoom to just make a solo recording, (especially a cloud recording) it is having to connect through the internet to Zoom servers to do the work. That connection is like hopping on the highway with your car AND needing to maintain a speed of at least 45 miles per hour. If you run into a traffic jam, (network congestion), the recording can suffer because not all of the data can get to Zoom in that constant minimum stream (bitrate). Plus, just being out on the highway you are causing more congestion for everyone who might be holding a synchronous event. The other issue with some systems such as Zoom when using the Canvas integration; the cloud recordings are made available to your students as soon as they are processed.
In comparison, when a solo recorded video gets sent up to a server over the interwebs, there is no need to maintain a minimum speed. During times of congestion it may take 30 minutes instead of 10 to upload, but again that is not a problem because the recording has already been made. It just needs to get all of the data to the server eventually so the server can assemble them into a video presentation to be accessed by people on their own schedule.
So obviously there are no hard and fast rules. Do I use Zoom sometimes to make solo recordings? Yes. Does everyone have multiple tools available? No. So by all means use what you have available. But if you are in a case where there are multiple tools available to you through your school, consider what the best tool is for the job. In these times of exponential increase of usage of various products, keep these things in mind and know that picking the best tool for the job can help improve your results, and impact work that others are doing as well.
With the education landscape rapidly changing, many of us are exploring ways to enable online teaching and learning opportunities to an increasing cohort of students. This blog will explore best practices to consider when teaching large Courses within Canvas.
Sections are a great way to subdivide students within a Course. Using sections can enable easier facilitation of teaching, communication, and grading processes, as well as the opportunity to provide differentiated content and due dates for students.
Assignments, Quizzes and Graded Discussions
When creating Assignments, Quizzes or Graded Discussions, they can be assigned to a specific section so that only students in that section will be able to access the activity. This can be a great way to provide differentiated learning activities should you choose to create sections based on student ability.
It is also possible to set an activity for the entire Course, but with different availability and due dates for different sections - a great solution when sections are created for students who usually have class at different times. Keep in mind that students will only see the dates that you have set for them, so they will not know that other students in the course may have different due dates.
Announcements are a simple way to provide targeted communication to specific sections, meaning students will only receive the information that is relevant to them. Using the ‘Post to’ box, Announcements can be sent to individual or multiple sections. Combining this with the ‘Delay posting’ option and links to relevant Course content can be another way to streamline admin time, with the added benefit of supporting students to engage with course content.
Using sections as a filter in the Gradebook can allow teachers to more easily monitor student engagement and progress within an individual section.
Filtering by Section within the Speedgrader can be another way to streamline the grading process by completing grading one section at a time. If you have multiple graders within a Course, consider creating Sections based on grader allocation again for ease of filtering.
It is possible for teachers to create sections and enroll students to those sections within Courses. However for large Courses, using a SIS import for section creation and enrollment is a far more time efficient workflow. Reach out to your institutions Canvas Admin to action this, and the below guides provide further detail on how to create sections via either of these methods:
Groups provide collaboration opportunities for students to work together. In large Courses, Groups can provide students with a smaller circle of peers to interact with, which may be more engaging and manageable than interaction across the entire cohort.
Groups are given sub areas within the Course, where students have space to independently interact with each other. In Groups, students can facilitate their own Discussions, create content with Pages and Collaborations, share resources with Files, communicate with Announcements, submit Group Assignments, and even host online meetings with Conferences. Groups can therefore be an efficient way to allow for peer-to-peer interaction, as well as student-led learning, even within large Courses.
Another way to facilitate interaction is to use the Group Discussion tool. With just one additional click, teachers can create identical Discussion topics for each group of students. When students reply to the Discussion, they do so within their Group environment, allowing simultaneous Discussions on the same topic to be held across all Groups.
There are many options for creating Groups depending on your teaching preference - allowing students to create their own groups, to self sign-up, asking Canvas to automatically create Groups, or manually assigning Groups as the teacher. Full guides on these different options can be found in the links below, however there are a two key things to consider with this process:
For students to be able to sign up to or create their own Groups, they need to be able to access the People tab in the navigation menu of your Course. If you would like to allow self sign up, make sure the People tab is visible - it can be adjusted in the Navigation menu of the Course Settings.
Placing students into a Group adds a tab to the Global Navigation Menu, allowing them to navigate Groups without needing to be in the Course first. Using a naming convention that identifies the Group as belonging to a specific Course will make it a lot easier (and more likely!) for your students to navigate in to.
Canvas courses are optimised for 3,000 - 5,000 enrollments, and will remain performant with these numbers. As will all online tools, there are implications to be aware of when dealing with larger volumes, particularly with regards to load times and navigation. It is important to be aware of this, and really consider whether reaching the upper limits of student numbers is necessary in your context, or if other solutions could be found. Areas in particular to be aware of include:
Gradebook - using Sections, Modules, or Groups as filters will help
Discussions - navigation can become suboptimal when thousands of topics are in use, though the search and sort options can be of assistance here
Analytics - large student numbers will extend load times, but only up to a minute so hang in there!
These are just a few suggestions of best practices for facilitating manageable teaching and engaging learning opportunities within large Courses. We’d love to hear from you - what are your thoughts about these ideas? What are your tips for managing large Courses?
I've been making some recordings recently on the theme of dealing with with coronavirus shutdowns that so many schools have been experiencing. I posted one of my episodes earlier dealing specifically with using Zoom to remote proctor a written exam (Using Zoom to remote proctor an exam) but thought I'd create another post to contain all of my recordings and keeping adding to it. The focus of the recordings is more around questions we are getting asked right now at my school, so if they don't seem well organized and linear, that is why. But, I figured some people might still appreciate them.
Earlier today, Phil Hill said in a blog post that as teachers respond to mass school closures the initial phase we are seeing is a lot of people wanting to move from synchronous face to face education to synchronous online video conferencing. Phil theorized that as people begin to become aware of some of the inequalities of relying on video conferencing technology that requires all students to have “high speed internet,” and as teachers become more familiar with the online environment, a second main phase will focus more on asynchronous content delivery.
If you are familiar with finding good content online, and adding it to your Canvas course, where do you go to find it? Canvas Commons is a global online learning object repository (LOR) with content shared by Canvas users from around the world, designed to let you copy content directly from Commons into your Canvas course. Not all institutions elect to link their instances of Canvas to Commons but it is available in Free-for-Teacher Canvas.
Another place instructors frequently turn to find materials for their courses is the world of Open Educational Resources. OER Commons is one example of public digital library of open educational resources. Educause also has an excellent listing of other OER repositories. Lumen has an amazing resource site as well.
During COVID-19, all online educational platforms have a responsibility to our teachers and students. I co-founded Instructure in 2008, and I recently co-founded the Derivita online math system with Ryan Brown. As you can imagine, the education community is incredibly close to my heart.
Many of you have already felt COVID-19’s impact on your classrooms. If you’re already using Canvas, the change from teaching in a classroom to fully online will be a bit easier. But teaching math remotely without an online math system can still be incredibly tricky.
To aid you in this transition, we are offering the Derivita math homework system for free, Spring and Summer semesters. We will also install it on your Canvas course in under 24 hours, so the disruption you are already feeling will be minimal.
Email us at firstname.lastname@example.org, and we will do everything we can to provide you with guidance.
You can also find us at derivita.com, where you will learn how students around the world use our online system to learn math from their own homes. An online classroom does not need to be a lost learning moment for your math students.
We are privileged to serve the wonderful education community. We care about you, and we’re here to help.
Devlin Daley, CEO at Derivita, Co-founder of Instructure
If you would like to connect with students using Zoom as your conferencing tool, you have the ability to add a Zoom Meeting to your Canvas Course, Course Announcement, Module, or via Calendar. The Zoom sessions will start when you join, and will run until you end the meeting. You do not have to update the link to start a new session. When you're ready for your next class to start, the same link allows the next group of students to join.
Note - Zoom will launch in a new tab, and if students are on a mobile device they will need the Zoom app, or can call in to participate via phone.
If you would like to connect with students usingGoogle Hangouts Meetas your conferencing tool, you have the ability to add a Hangout to your Canvas Course, Course Announcement, Module or via Calendar. The Google Meet will start when you join and will run until all users leave. You do not have to update the link to start a new session. When you’re ready for your next class to start, the same link will create a new Google Meet.
I've had a case come where an instructor wants to be able to remotely proctor exams for a calculus course. Being Calculus, it doesn't lend itself so well being an online exam because they need to do things like draw and write things out to solve problems. These are things that really work best on paper (or computer equipment that most students don't own). We license Respondus Lockdown Browser with Monitor which will do the proctoring for a Canvas Quiz, but the nature of Lockdown Browser prevents students from uploading an exam file, even when using the File Upload question type in Canvas. Plus, the instructor really wants real time proctoring to mimic as close as possible how the class has been running. This isn't an online course; it's a face to face course making teaching adjustments due to the Covid-19 pandemic.
What we came up with is using a combination of Zoom for remote live proctoring of a synchronous exam, combined with a Canvas Quiz to deliver the questions, an app named CamScanner to convert the written answers to PDF and then having students submit the exam using the Canvas Student app. Below are links to videos showing the initial set up in Zoom and Canvas, and then a 2nd video showing students how to use CamScanner to upload the completed exam. I'm still polishing the exact process and instruction but I feel like the concept is solid. Comments and suggestions are welcome and I'll try to get the written instructions added to this post soon.
You need to move some of your schooling online quickly, but you’re not sure where to start with teachers to help them feel comfortable? The Learning Services Team at Instructure has created this list of 5 Things to Easily Get Your Canvas Class Going!
Modules are going to be your main organizational tool. Use a Daily Module structure or a Weekly Module structure and include everything you want students to see/do in there!Mad About Modules Resource|Canvas Guide|Video
Thing 3: Have Students Submit Online Through Canvas
Growing with Canvasis the teacher training course provided free in theCanvas Commonsby the Learning Services Team at Instructure. Institutions can download or import it into their instance, customize it to fit their needs, and use it to help train their teachers how to use Canvas. To date, it’s been downloaded or imported over 5,500 times.
We think it’s a great starting point. But, if you are trying toshift to remote learning rapidly due to school closures, it might be a little too much information for you right now. So here are some tips for how to slim it down - what I’m affectionately calling Growing with Canvas Lite. (There is an accompanying Google Sheet that lists every piece of the course and whether or not you should publish it - keep reading).
Ready? Here we go!
Tip 1: Set the Home Page to Modules.We’re going for fewer clicks here!
Tip 2:Remove the requirements from the Modules.Currently the course is optimized for asynchronous individual learning, meaning it forces a path for the learner. Take off the requirements and let the teachers pick from the list of the topics they need or want to learn in the order they want or need to learn it.
Tip 3: Don’t worry about the Introduction Module. It’s some stage-setting that’s nice to have in a full course, but we’re not focused on that right now, so let’s not publish it.
Tip 4: Consider not publishing the pieces the teachers have to submit. Throughout the course there are chances for teachers to apply what they are learning - a variety of Assignments, Discussions, and Quizzes. It’s a nice-to-have when you have more time. For now? Consider skipping them.
Tip 5: Don’t worry about Module 5: Harvesting or Module 6: Completed Growing with Canvas.Module 5 has some of the higher-level Canvas concepts that your teachers probably don’t need right now, things like Groups, Commons, and importing/copying, while Module 6 is the course wrap-up. If you’re looking for quickest and most important, save these Modules for later. It’s possible you might need the concepts in Module 5...but unpublish for now.
Tip 6: Don’t worry about the Badges.This course is built to award them, but you don’t have to use any of that for now.
Tip 7: Don’t delete anything from the course. Just unpublish it, in case you want to use it later!
Tip 8: There’s no wrong way to customize this course.Publish the pieces that are important to you and your teachers.
For an easy sheet that details what is Essential/Important/Optional in the course, check this out -Growing with Canvas Lite. Using this info you can take the course from 53 items to 20, and not lose any critical content.
If you have any questions or concerns, we’re here to help. Just reply below!
Instructional designers and other learning professionals were quick to collaborate and share best practices. One awesome person (Daniel Stanford) started a Google Doc listing contingency plans, world-wide. Got so busy on the editable copy that he moved it to this static worksheet/document.
To facilitate the ease of adding resources, use this Google Form to add your own institution's academic continuity plans. We'll get through this, together.
So the classroom is a space where students can interact socially in a comfortable and predictable way. Situations such as with the Covid-19 virus arise and our learning platforms go some way to enable us to maintain teaching and learning outside of the traditional brick buildings we are used to. The aim of this blog is to cover some key questions that appear when a situation has arisen that requires students to interact in the platform in ways they may be unaccustomed to. Although this blog has been brought about by the current issues, the topics ring true to everyday teaching aiming to connect the learning within the classroom to that outside.
How do I maintain the social connectedness of the classroom and maintain visible teacher presence?
How do I ensure students understanding of learning tasks given?
How do I assess and clarify the understanding of students in terms of knowledge?
We'll cover this by looking at some of the tools available to us and consider simple methods of using them. I'm hoping to cover the questions raised above from a high level.
The obvious way to maintain visibility and engage with the class is to host your scheduled class in a conference. Various web conferencing tools can integrate with Canvas through LTI. As standard, you can use Big Blue Button to create a conference within your course. Consider that the conferences include the following tools to promote engagement in the virtual classroom.
Webcams to give the personal touch.
Chat allowing you to field questions at the whole group or for an individual student. It could also be used as a Q+A whilst students are working on other Canvas activities.
Break Out Rooms can be used for smaller group activities and discussions.
Polls can be created on the fly to assess understanding of particular concepts or you can use them for students to respond to questions you have embedded in your uploaded presentation.
Multi-User White Board includes annotation tools for illustrating ideas and explaining processes.
Simple navigation to the online classroom is also important. Make sure the 'Conferences' link is visible in your course navigation. You can also create calendar events for your sessions. Naming your conference is important and it is a good idea to add the date and time into the title if running as a one-off lesson.
It's also good to note that conferences will open up in a new tab allowing your students to complete other activities in your Canvas course whilst taking part in your virtual classroom.
A fantastic way to get students working with each other and sharing ideas but they can be used for more than simply asking for an opinion. Discussions can be used for group work solving real-world or multi-stage problems. They can be used for students to present videos of themselves and receive feedback.
If you're using this asynchronously consider the clarity of your instructions and expectations. Additional clarification of the task can be given by recording audio or video instructions through the rich content editor. This feature can also be used by students to verbally participate in the discussion.
You can also use standard text to reinforce participation across all your course discussions.
"Once you've crafted and posted your response, read the responses of your classmates. For at least two other posts, give constructive feedback and ask relevant questions."
It's worth putting the resources into the discussion using the Rich Content Editor so the students can review them whilst formulating and crafting their responses. As a teacher also consider your engagement in these discussions. What clarifying questions can you ask? Which other posts can you guide students to?
You've probably used Canvas already for the submission of written tasks. When we're lacking the opportunity to sit down with the student and talk we can use assignment tools to assess understanding with students presenting to us in a variety of ways. These can also be assigned to individual students or groups of students to allow the personalised learning opportunities you would normally deliver in the classroom.
Using the text entry online submission will give students the option to present ideas and work in a variety of ways. They can include text, files and media all within the same submission. This gives opportunities to assess verbal skills along with written skills.
Group and Peer Review assignments can also be used to create the social interactions between your students whilst they are not physically together.
Collaborations and Group Work
Group spaces allow students to create their own discussions, collaborations and share files. Collaborations can be created using your institution's tools such as Google and O365. A simple idea would be to collaborate on a presentation that can be delivered in a virtual classroom using Big Blue Button.
Within the classroom, we have the opportunity to create a dialogue of feedback with the student. We can see each other's facial expressions such as the smile of recognition or the raised eyebrow when we don't truly understand. Using the Canvas Speedgrader you could consider the format you provide your feedback in.
The assignment comments field allows you to provide audio and video feedback to your students helping to improve the comprehension of the feedback being delivered. Students also have the opportunity to respond to this feedback.
When you can't walk around the classroom or lecture theatre, and monitor what's students are doing, how do we monitor engagement? New Analytics allows you to view the activity report of your students. You are also able to send messages directly from the analytics view based on engagement criteria. For example, messages can be sent to students who have not viewed a specific learning resource.
If you are looking for more ideas I've included this video from Kona Jones.
Energize Your Class With Student-Centered Course Design
We'd love to hear any specific examples you have around maintaining social connectedness whilst teaching online and also any feedback or questions you have around the ideas above.
This template was designed to help unify the Contingency space within the Canvas Admins group. Start your document by changing the title above, and replacing this place holder text with your own ideas. Before publishing, add additional tags so your discussion is easier to find by a keyword search. Please leave the colorful image at the top, theinformation at the bottom, and the #contingency, #contingency20, and #contingency_document tags on the resource. <-- Now...delete all of this and start writing!
This template was designed to help unify the Contingency space within the Canvas Admins group. Start your blog by changing the title above, and replacing this place holder text with your own ideas. Also, remember to create a banner image. Before publishing, add additional tags so your discussion is easier to find by a keyword search. Please leave the colorful image at the top, theinformation at the bottom, and the #contingency, #contingency20, and #contingency_blog tags on the post. <-- Now...delete all of this and start writing!